Gifted and Talented

DFES 2003The G&T coordinator

‘Primarily, the role of G&T coordinator is a management and organisational position – not a hands-on teaching position’

DCSF 2007 : Leading Teachers forGifted and Talented Education

‘This is a challenging role. Ideally it will be a teacher who is able to demonstrate classroom practice that effectively challenges, supports and develops the learning of G&T children on a daily basis, and who is in a position to work with and support the SLT in using the IQS as a self-evaluation tool to improve G&T provision’

G&T coordinator Main responsibilities: Identify gifted and talented cohort Audit current provision Draw on a range of sources of support for

pupils: external and internal; intellectual, emotional and behavioural

Review the progress of each individual pupil Plan and provide enrichment,

masterclasses, extra-curricular activities, consider acceleration issues

G&T focus in the National StrategiesKey messages:

All schools should have access to a trained and appropriately supported G&T leading teacher

Mainstreaming G&T education through Quality First teaching that challenges all pupils on a day to day basis pupils and addressing underachievement

Effective analysis and use of data to identify underachievement and to develop intervention and tailored teaching for G&T students

G&T focus in the National Strategies

Key messages

Self-evaluation and improvement for G&T is integral to the whole-school self-evaluation and improvement process leading to an action plan for G&T improvement

All schools have G&T pupils and should identify these for the National Register

Gifted describes students who have the ability to excel academically in one or more subjects such as English, drama, and technology

Talented describes students who have the ability to excel in practical skills such as sport, leadership, artistic performance.

Inclusion: Inclusive of whom?

Looked after children Socio-economic groups Gender Ethnicity (Black and minority ethnic

groups) English as an additional language New arrivals Travellers Exceptionally able

Key aspects of the gifted and talented leading teacher role

Effective classroom practice for gifted and talented pupils

Whole-school self-evaluation and improvement planning for gifted and talented provision and outcomes

Gifted and talented leading teachers will have a key role in developing:

Develop a climate for learning and classroom ethos that supports a pedagogy of providing challenge.

Use the Institutional Quality Standards to review provision for G&T pupils as part of the school’s review and Improvement plan

Develop a climate for learning

and classroom ethos that supports

a pedagogy of providing challenge.

In carrying out this role leading teachers will be expected to:

Card SortHelp the school tailor its

provision within and beyond

the curriculum to stretch

gifted and talented pupils

from all ethnic and socioecnomic groups.

Use the Institutional Quality Standards

to review provision for G&T pupils as

part of the school’s review and

Improvement plan

Help the school tailor its

provision within and beyond

the curriculum to stretch

gifted and talented pupils

from all ethnic and socioecnomic groups.

Develop a climate for learning and classroom ethos that supports a pedagogy of providing challenge.

The Quality Standards Documents3 layers:

Local Authority Standards: available now, being trialled in a number of LAs

Institutional Quality Standards already in use as audit tool

Classroom Quality Standards available now, but not yet widely used subject exemplification launch this month

Autumn 2008 priorities Support the quality assurance and monitoring of

leading teachers’ improvement plans for G&T

Launch the Classroom Quality Standards (CQS) subject exemplification and guidance materials (mathematics, English, science and ICT).

Work with LAs and schools to use RAISEonline and the e-module Evaluating School Performance to identify underperformance of G&T pupils at LA and school level. Use to track progress and plan for effective approaches to intervention strategies

Support for Leading Teachers E-learning

modules

YG&T Nutshells

E-learning modules

Nutshells

Network meetings Mon. 19th January (p.m) : Tickton Grange Weds 21st January (p.m): Driffield RUFC

Core training re-run Thurs 22nd January (p.m): South Hunsley Thurs 19th March (p.m): South Hunsley

(tbc)

G&T Leading Teacher